An experience of insertion of Programming Language in High School Integrated with Technical Professional Education based on curricular flexibility
Autor(a) principal: | |
---|---|
Data de Publicação: | 2021 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Labor |
Texto Completo: | http://www.periodicos.ufc.br/labor/article/view/44110 |
Resumo: | The principle of curricular flexibility presupposes innovations in pedagogical projects to meet the new realities, among which, we highlight the technological immersion of contemporary society. In this sense, we present a curricular menu as a theoretical-methodological contribution to the development of skills related to the learning of programming language (i.e. algorithmic thinking and real-world problem solving in computational language). The menu was consolidated through a holistic approach based on criteria such as coherence, feasibility and a learning curve that provide a global character due to the heterogeneity of training. Its principles are found in the connection between professional training and technological implementation. The feasibility of the proposal was suggested by scale acceptance forms and observations made in the context of the classroom in the IFNMG's integrated computer and environmental courses. The level of learning was rated on a scale of 1 = very easy to 5 = very difficult, with an average of 2.57. Our result suggests that in the adopted language, Python, no item was considered particularly difficult, which can be related to its compact and clean syntax, when compared to other languages. The preliminary application of the proposal in the IFNMG to different professional profiles showed good interaction of the students with Python, as well as, assimilation and the ability to reframe the acquired content through the construction of proposals for joint work and professional application. |
id |
UFC-10_9e6c2f752f018212b89231414739d5b9 |
---|---|
oai_identifier_str |
oai:periodicos.ufc:article/44110 |
network_acronym_str |
UFC-10 |
network_name_str |
Revista Labor |
repository_id_str |
|
spelling |
An experience of insertion of Programming Language in High School Integrated with Technical Professional Education based on curricular flexibility Una experiencia de inserción de Lenguaje de Programación en Bachillerato Integrado con Educación Técnica Profesional basada en la flexibilidad curricular Uma experiência de inserção de Linguagem de Programação no Ensino Médio Integrado à Educação Profissional Técnica a partir da flexibilização curricular Diversidade curricularTecnologias educacionais.PythonPerfil profissionalDiversidade curricularThe principle of curricular flexibility presupposes innovations in pedagogical projects to meet the new realities, among which, we highlight the technological immersion of contemporary society. In this sense, we present a curricular menu as a theoretical-methodological contribution to the development of skills related to the learning of programming language (i.e. algorithmic thinking and real-world problem solving in computational language). The menu was consolidated through a holistic approach based on criteria such as coherence, feasibility and a learning curve that provide a global character due to the heterogeneity of training. Its principles are found in the connection between professional training and technological implementation. The feasibility of the proposal was suggested by scale acceptance forms and observations made in the context of the classroom in the IFNMG's integrated computer and environmental courses. The level of learning was rated on a scale of 1 = very easy to 5 = very difficult, with an average of 2.57. Our result suggests that in the adopted language, Python, no item was considered particularly difficult, which can be related to its compact and clean syntax, when compared to other languages. The preliminary application of the proposal in the IFNMG to different professional profiles showed good interaction of the students with Python, as well as, assimilation and the ability to reframe the acquired content through the construction of proposals for joint work and professional application.El principio de flexibilidad curricular presupone innovaciones en los proyectos pedagógicos de los cursos para afrontar las nuevas realidades sociales, entre las que destacamos la inmersión tecnológica contemporánea. En este sentido, presentamos un menú curricular como un aporte teórico-metodológico al desarrollo de habilidades relacionadas con el aprendizaje de un Lenguaje de Programación (es decir, pensamiento algorítmico y resolución de problemas en el mundo real en lenguaje computacional) como unidad curricular aplicada a diferentes perfiles profesionales a nivel medio. El menú se consolidó a través de un enfoque holístico basado en criterios como la coherencia, la viabilidad y una curva de aprendizaje que otorgan un carácter global debido a la heterogeneidad de la formación. La viabilidad de la propuesta fue sugerida por formularios de aceptación de escala y observaciones realizadas en el contexto del aula en los cursos integrados IFNMG/Diamantina en Informática, Medio Ambiente y Teatro. El nivel de aprendizaje de los estudiantes se calificó en una escala de 1 = muy fácil a 5 = muy difícil, donde obtuvimos una media de 2,57. Los resultados indican que en el lenguaje adoptado, Python, ningún ítem fue considerado particularmente difícil, lo cual puede estar relacionado con su sintaxis compacta y limpia, en comparación con otros lenguajes de programación. La aplicación preliminar de la propuesta en el IFNMG demostró una buena interacción entre los estudiantes y Python, así como la asimilación y la capacidad de replantear los contenidos adquiridos a través de la construcción de propuestas de trabajo conjunto y aplicación profesional.O princípio de flexibilização curricular pressupõe inovações nos projetos pedagógicos para atender às novas realidades, entre as quais, destacamos a imersão tecnológica da sociedade contemporânea. Nesse sentido, apresentamos uma ementa curricular como aporte teórico-metodológico ao desenvolvimento de competências relacionadas à aprendizagem de Linguagem de programação (i.e pensamento algorítmico e resolução de problemas do mundo real em linguagem computacional). A ementa foi consolidada mediante uma abordagem holística fundamentada em critérios como coerência, exequibilidade e curva de aprendizagem que proporcionem um caráter globalizante em função da heterogeneidade das formações. E seus princípios se encontram na conexão entre as formações profissionais e a implementação tecnológica. A viabilidade da proposta foi sugerida por formulários de aceitação em escala e observações realizadas no contexto da sala de aula nos cursos integrados em informática e meio ambiente do IFNMG. O nível de aprendizagem foi classificado em uma escala de 1 = muito fácil a 5 = muito difícil, com média de 2,57. Nosso resultado sugere que na linguagem adotada, Python, nenhum quesito foi considerado particularmente difícil, o que pode ser relacionado à sua sintaxe compacta e limpa, se comparada a outras linguagens A aplicação preliminar da proposta no IFNMG à diferentes perfis profissionais demonstrou boa interação dos discentes com a Python, assim como, assimilação e capacidade de ressignificar o conteúdo adquirido através da construção de propostas de trabalho conjunto e aplicação profissional.Programa de Pós-Graduação em Educação da UFC2021-04-29info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://www.periodicos.ufc.br/labor/article/view/4411010.29148/labor.v1i25.44110Revista Labor; v. 1 n. 25 (2021): Revista Labor; 242-2601983-5000reponame:Revista Laborinstname:Universidade Federal do Ceará (UFC)instacron:UFCporhttp://www.periodicos.ufc.br/labor/article/view/44110/196721Copyright (c) 2021 Revista Laborinfo:eu-repo/semantics/openAccessFaria, Bruno Lopes deAlves, Janainne NunesMoreira Costa, Claudiane2021-05-03T17:48:33Zoai:periodicos.ufc:article/44110Revistahttp://www.revistalabor.ufc.br/PUBhttp://www.periodicos.ufc.br/index.php/Labor/oai||eneas_arrais@hotmail.com||revista_labor@yahoo.com.br1983-50001983-5000opendoar:2021-05-03T17:48:33Revista Labor - Universidade Federal do Ceará (UFC)false |
dc.title.none.fl_str_mv |
An experience of insertion of Programming Language in High School Integrated with Technical Professional Education based on curricular flexibility Una experiencia de inserción de Lenguaje de Programación en Bachillerato Integrado con Educación Técnica Profesional basada en la flexibilidad curricular Uma experiência de inserção de Linguagem de Programação no Ensino Médio Integrado à Educação Profissional Técnica a partir da flexibilização curricular |
title |
An experience of insertion of Programming Language in High School Integrated with Technical Professional Education based on curricular flexibility |
spellingShingle |
An experience of insertion of Programming Language in High School Integrated with Technical Professional Education based on curricular flexibility Faria, Bruno Lopes de Diversidade curricular Tecnologias educacionais. Python Perfil profissional Diversidade curricular |
title_short |
An experience of insertion of Programming Language in High School Integrated with Technical Professional Education based on curricular flexibility |
title_full |
An experience of insertion of Programming Language in High School Integrated with Technical Professional Education based on curricular flexibility |
title_fullStr |
An experience of insertion of Programming Language in High School Integrated with Technical Professional Education based on curricular flexibility |
title_full_unstemmed |
An experience of insertion of Programming Language in High School Integrated with Technical Professional Education based on curricular flexibility |
title_sort |
An experience of insertion of Programming Language in High School Integrated with Technical Professional Education based on curricular flexibility |
author |
Faria, Bruno Lopes de |
author_facet |
Faria, Bruno Lopes de Alves, Janainne Nunes Moreira Costa, Claudiane |
author_role |
author |
author2 |
Alves, Janainne Nunes Moreira Costa, Claudiane |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Faria, Bruno Lopes de Alves, Janainne Nunes Moreira Costa, Claudiane |
dc.subject.por.fl_str_mv |
Diversidade curricular Tecnologias educacionais. Python Perfil profissional Diversidade curricular |
topic |
Diversidade curricular Tecnologias educacionais. Python Perfil profissional Diversidade curricular |
description |
The principle of curricular flexibility presupposes innovations in pedagogical projects to meet the new realities, among which, we highlight the technological immersion of contemporary society. In this sense, we present a curricular menu as a theoretical-methodological contribution to the development of skills related to the learning of programming language (i.e. algorithmic thinking and real-world problem solving in computational language). The menu was consolidated through a holistic approach based on criteria such as coherence, feasibility and a learning curve that provide a global character due to the heterogeneity of training. Its principles are found in the connection between professional training and technological implementation. The feasibility of the proposal was suggested by scale acceptance forms and observations made in the context of the classroom in the IFNMG's integrated computer and environmental courses. The level of learning was rated on a scale of 1 = very easy to 5 = very difficult, with an average of 2.57. Our result suggests that in the adopted language, Python, no item was considered particularly difficult, which can be related to its compact and clean syntax, when compared to other languages. The preliminary application of the proposal in the IFNMG to different professional profiles showed good interaction of the students with Python, as well as, assimilation and the ability to reframe the acquired content through the construction of proposals for joint work and professional application. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-04-29 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://www.periodicos.ufc.br/labor/article/view/44110 10.29148/labor.v1i25.44110 |
url |
http://www.periodicos.ufc.br/labor/article/view/44110 |
identifier_str_mv |
10.29148/labor.v1i25.44110 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
http://www.periodicos.ufc.br/labor/article/view/44110/196721 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2021 Revista Labor info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2021 Revista Labor |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Programa de Pós-Graduação em Educação da UFC |
publisher.none.fl_str_mv |
Programa de Pós-Graduação em Educação da UFC |
dc.source.none.fl_str_mv |
Revista Labor; v. 1 n. 25 (2021): Revista Labor; 242-260 1983-5000 reponame:Revista Labor instname:Universidade Federal do Ceará (UFC) instacron:UFC |
instname_str |
Universidade Federal do Ceará (UFC) |
instacron_str |
UFC |
institution |
UFC |
reponame_str |
Revista Labor |
collection |
Revista Labor |
repository.name.fl_str_mv |
Revista Labor - Universidade Federal do Ceará (UFC) |
repository.mail.fl_str_mv |
||eneas_arrais@hotmail.com||revista_labor@yahoo.com.br |
_version_ |
1809454506546561024 |